Browsing by Author "Min, Jie"

Now showing 1 - 8 of 8
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    Between-year and within-year school mobility: different effects by race/ethnicity
    (2016-11-18) Min, Jie; Turley, Ruth
    This paper investigates the effects of school mobility on the academic achievement of four cohorts of students in the Houston Independent School District (HISD). In addition to distinguishing between within-year and between-year mobility, this study accounts for all schools students have attended, and it explores mobility effect differences by race/ethnicity. Using a multiple membership model (MMM), the findings suggest that within-year school mobility compromises students’ academic achievement more than between-year school mobility. Black students have the highest mobility rate both for between-year mobility and within-year mobility. In addition, although Asian-American students achieve higher reading and math scores on average than other groups, they experience a stronger negative impact from within-year school mobility than any other group. This finding suggests that Asian American is a diverse ethnic group in terms of socioeconomic status, a result contrary to the “model minority” image that many people believe. In one part of my study I found while some Asian-American students such as Chinese and South Koreans outperform white students in academic performance, those from Nepal, Bhutan, and a few other Asian regions fall behind other students. The conclusion contains implications for policy making and suggestions for future research.
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    Changing Schools, Part 1: Student Mobility during the Summer Months in Texas and the Houston Area
    (Rice University Kinder Institute for Urban Research, 2020) Potter, Daniel; Alvear, Sandra; Bao, Katharine; Kennedy, Camila; Min, Jie
    Changing schools impacts students’ achievement, educational attainment, and their relationships with peers and teachers. Mobile students tend to have lower grades and test scores, experience grade retention more frequently, and are more likely to drop out of school (Rumberger, 2003; South, Haynie, & Bose, 2007). As the evidence of student mobility’s negative consequences grows, understanding the influence of mobility on schooling in Texas and the Houston area becomes increasingly important. Before examining mobility’s impact, however, we have to understand its prevalence. This research brief offers an initial, descriptive look at summer mobility, or mobility that takes place between school years.
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    Changing Schools, Part 2: Student Mobility during the School Year in Texas and the Houston Area. Research Brief for the Houston Independent School District. Volume 8, Issue 5.
    (Rice University Kinder Institute for Urban Research, 2019) Potter, Daniel; Alvear, Sandra; Bao, Katharine; Min, Jie
    Student mobility refers to students changing schools. In this series of research briefs, the Houston Education Research Consortium (HERC) examines and describes the amount of student mobility in Texas, with particular focus on Houston area public schools. This second research brief focuses on providing an overview of how much mobility takes place during the school year (i.e., within school years). Other research briefs give more detail on school changes during the summer time, the percentage of mobility that stays within district and how much crosses between school districts, as well as differences in mobility across subgroups of students.
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    Changing Schools, Part 3: Student Mobility within and between Districts in Texas and the Houston Area.
    (Rice University Kinder Institute for Urban Research, 2020) Potter, Daniel; Alvear, Sandra; Bao, Katharine; Kennedy, Camila; Min, Jie
    Students who move between schools in the same district often have different experiences than students who move into an entirely new school district. Changing schools within a district allows students to stay embedded in the larger district structure and their student information often follows them in real-time, as schools within districts have efficient ways of sharing information across campuses (Kerbow, Azcoitia, & Buell, 2003). Alternatively, students changing districts have new structures and cultures to adjust to, as well as possible delays in their student information following them to their new school. This can leave students without services and accommodations they might otherwise receive sooner (Xu, Hannaway, & D’Souza, 2009). This brief examines the prevalence of these within-district, between-district, and non-Texas public school system moves in Texas and the Houston area.
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    Changing Schools, Part 4: Differences in School Year Student Mobility by Subgroup
    (Rice University Kinder Institute for Urban Research, 2021) Potter, Daniel; Alvear, Sandra; Bao, Katharine; Kennedy, Camila; Min, Jie
    This study used seven years of data from the state of Texas (2010-11 through 2016-17) to illustrate how statewide patterns of school year student mobility differed by subgroup. There were differences in the rates of mobility during the school year by both race and socioeconomic status. Specifically, Black students and economically disadvantaged students had higher mobility rates than their peers from other subgroups. There were also subgroup differences in the destination of these moves. A higher percent of the moves made by Hispanic and Black students, economically disadvantaged students, and English learners (EL) students took place within districts. A higher percent of moves made by White, Asian, and non-economically disadvantaged students took place out of the Texas Public School System (TPSS).
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    Disaggregating Ethnicity and National Origin: Educational Heterogeneity among Vietnamese and Chinese Americans across Immigrant Generations
    (Sage, 2022) Li, Jing; Min, Jie
    Scholars often treat immigrants from the same country as a monolithic group, but intranational ethnicity is usually associated with distinctive premigration backgrounds and migration experiences and plays a role in shaping immigrant adjustment and incorporation in the host country. The authors use census data to distinguish ethnic Chinese from the Vietnamese national group to analyze educational heterogeneity across immigration generations. The results show that first-generation Chinese Vietnamese exhibit much lower levels of education than their Vietnamese counterparts, but this disparity vanishes by the 1.5 generation. The authors also find that both Vietnamese subgroups contribute to the second-generation convergence with Chinese Americans, but Chinese Vietnamese are able to overcome disadvantages more quickly and have slightly higher educational achievement than ethnic Vietnamese. Our case study illustrates how ethnicity and national origin can be disaggregated using nationally representative data and how this approach can provide unique insights into immigration studies in general.
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    Student Mobility in Texas and the Houston Area: Summary Report
    (Rice University Kinder Institute for Urban Research, 2022) Potter, Daniel; Bao, Katharine; Gill, Patrick; Sánchez-Soto, Gabriela; Kennedy, Camila Cigarroa; Stice, Kenneth; Alvear, Sandra; Min, Jie
    Each school year, in the state of Texas, students unexpectedly change schools almost 450,000 times. In the Houston region alone, students change schools more than 60,000 times. These school changes are not random, tend to be geographically contained though not within school districts, and carry significant ramifications in the short-term for students’ performance on STAAR accountability tests and in the long-term for their risk of dropping out and failing to graduate from high school on-time. This report is the culmination of a multi-year study on student mobility undertaken by the Kinder Institute for Urban Research's Houston Education Research Consortium in collaboration with 10 public school districts in the Houston area. Complementary research briefs have been released providing more details on the full set of findings that are highlighted in this report. As such, this report pulls forward a selection of key takeaways from the overall study with a particular focus on implications for Houston area districts and recommendations districts could consider as they continue to work to support mobile students.
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    Understanding Educational Achievement Gaps: A Summer Learning Perspective
    (2020-04-23) Min, Jie; Turley, Ruth
    Educational achievement gaps change by season. While students from different class backgrounds learn at similar rates when school is in session, over the summer class-based achievement gaps grow the fastest. The story is different for race-based achievement gaps. Black/white achievement gaps tend to widen more during the school year than over the summer. However, researchers have largely overlooked English learners (ELs), who are likely to be highly sensitive to summer break, a time when they are away from school and may not have enough exposure to an English language environment. In addition, summer learning scholars have long demonstrated that family socioeconomic status is the main driver of summer learning, but they fail to account for potential neighborhood effects on summer learning. Using administrative and assessment data from the Houston Independent School District (HISD), this dissertation addresses these gaps with three empirical studies. The first compares learning trajectories of three groups—Els whose home language is other than English, English proficient students whose home language is other than English, and English proficient students who speak English at home. I found reading learning gaps between English proficient students whose home language is other than English and the other two groups widen further during the academic year, but not during the summer. The second study assesses neighborhood effects on students’ reading learning rates, using 3-level piecewise linear models with neighborhood characteristics incorporated. Results indicate that concentrated disadvantage and violent crime have stronger effects on students’ reading outcomes during the academic year than in the summer. The third empirical piece examines the causal effects of a remedial summer program with two regression discontinuity designs. Results demonstrate that students who were at the margin of summer school eligibility did not benefit significantly from summer school. Taken together, these findings suggest that educational achievement gaps increase faster during the academic year than during the summer break.